Diagnostics in SLP - Andrews University

BULLETIN COURSE DESCRIPTION

SPPA520-001

Diagnostics in SLP

Fall 2018

Principles and practice involved in

performing in-depth diagnostic evaluations

with individuals exhibiting speech and/or

language dysfunction. Students will gain

experience in taking case histories,

formulating an assessment battery,

evaluating patients, writing the diagnostic

reports and interpreting the data to

parents and/or involved disciplines.

Heather Ferguson, PhD., CCC-SLP

Associate Professor of Speech-Language Pathology

Fall Semester 2018

SPPA-520 Diagnostics in Speech-Language Pathology

Course Description

Principles and practice involved in performing in-depth diagnostic evaluations with individuals

exhibiting speech and/or language dysfunction. Students will gain experience in taking case histories,

formulating an assessment battery, evaluating patients, writing the diagnostic reports and interpreting the

data to parents and/ or involved disciplines.

Course Credit

2.0

Location

Bell Hall 118

Schedule

Wednesdays 1:00 p.m. ¨C 3:00 p.m.

August 27 to December 14, 2018

Instructor

Heather Ferguson, PhD., CCC/SLP

Associate Professor in Speech-Language Pathology

Department Mission

To cultivate competent professionals in a Christ-centered learning environment, who will positively

impact and engage the global community.

Core Philosophical Values

We are committed to offering:

? Educational excellence

? Christ-centered environment

? Mutual Respect and Compassion

? Upholding Ethical and Professional Principles

? Highly Qualified Educators

? Patient/Client Interactions

? State of the Art Technology, Innovation, and Physical Plant

? Inter-professional Education (IPE)

? Unique Service Opportunity

MS in Speech-Language Pathology Program Goals

?

?

?

?

Students will critically apply the theoretical framework within the field of practice

Students will prescribe evidence-based procedures for appropriate evaluation and treatment

within the scope of practice.

Students will demonstrate the ability to present information clearly, logically, and critically

both orally and in writing.

Students will demonstrate the understanding and application of ethical standards as they relate

to their field of study and inter-professional practice.

Course Objectives

Upon completion of this course students will:

1. Demonstrate competency in administration, and scoring of common speech and language

assessments tools.

2. Interpret assessment/evaluation data in order to develop a diagnostic statement as it relates to

various speech, language and communication disorder, delays and differences.

3. Through the written completion of a diagnostic report the student will develop appropriate

SMART goals while recommending appropriate intervention actions.

4. Demonstrate appropriate professionalism and course participation as demonstrated through

various course based activities.

2014 ASHA Knowledge and Skills addressed in this course are:

ASHA

Standard

Outcome

Evaluation

Criteria

IV-B

IV-C

IV-D

V-B1a, b, c,

d, e

The student will demonstrate an ability to choose an

appropriate set of tests to be given to preschool, school age,

adults and adolescent clients to complete a comprehensive

diagnostic session in the areas of:

?

Articulation

?

Fluency

?

Voice and resonance, including respiration and

phonation

?

Receptive and expressive language (phonology,

morphology, syntax, semantics,

pragmatics, prelinguistic

communication, and paralinguistic

communication) in speaking, listening,

reading, and writing

?

Hearing, including the impact on speech and

language

?

Swallowing (oral, pharyngeal, esophageal, and

related functions, including oral function

for feeding, orofacial myology)

?

Cognitive aspects of communication (attention,

memory, sequencing, problem-solving,

executive functioning)

85% accuracy

?

?

Social aspects of communication (including

challenging behavior, ineffective social

skills, and lack of communication

opportunities)

Augmentative and alternative communication

modalities

Students will demonstrate an ability to administer and score

these tests.

The student will be able to list test batteries available to

evaluate clients of various diagnostic categories.

The student will be able to determine when to make an

appropriate referral to other professionals when needed.

V-A

Student will demonstrate an ability to conduct a case history

interview, oral-peripheral examination and hearing

screening.

The student will demonstrate an ability to write diagnostic

reports to include, background, assessment batteries

administered, scores, interpretations, impressions and

recommendations.

85% accuracy

IV-E

Student will demonstrate knowledge of the ASHA code of

ethics and its interpretation as it pertains to diagnostics in the

area of communication disorders

85%

IV-D

The student will be able to analyze assessments and

evaluations, make diagnostic statements, and write

comprehensive diagnostic reports

85%

Required Materials

A Guide to Clinical Assessment and Professional Report writing in Speech-Language Pathology

Cyndi Stein-Rubin & Reneee Fabus

Thorofare, NY: Slack (2018)

Goal Writing for the Speech-Language Pathologist and Special Educator

Terry Gozdziewski, Renee Fabus, Cindy Geise Arroyo, J. Reilly Limowski, & Julia Yudes-Kuznetsov

Burlington, MA: Jones & Bartlett (2019)

Independence, KY: Cengage.

Optional Text

Assessment in Speech-Language Pathology ¨C A Resource Manual (5th Edition)

Kenneth Shipley & Juli e McAfee

Course Requirements and Assignments

1. Written Work: All assignments must be submitted following APA guidelines. APA style

requires a specified title page, 11 or 12 point font, double spaced, one inch margins all around,

and appropriate headers, and page number. Each written document must follow APA 6th edition

style and Andrews University. This excludes assessment/diagnostic reports which will be

written to department standards.

2. Technology Requirements: Each student is required to have access to and a working knowledge

of technology such as PC or MAC. Each student is also required to have working knowledge

and understanding of Andrews University online learning management system ¨C learninghub.

3. Course Hours: To meet the requirements for this course students will spend approximately 90

hours of direct and indirect course contact, engaging in reading material, reviewing for

examinations, completing assignments, and completing off-site assessments.

4. Exams: There will be two exams in this course.

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Examination one is a competency examination. For this exam to be considered passed

students must obtain a score of 93% or above. Students will be able to retake the

competency exam twice. After 3 attempts the competency will be failed and the student

will be required to retake the course.

?

The Final examination ¨C students will be given a case that will include specific artifacts

including but not exclusive to the following: case history form, standardized assessment,

and other assessments documents. Students must review, score, and write an evaluation

report. The examination will take into consideration:

o Scoring accuracy and completeness

o Interpretation of information provided

o Thoroughness of evaluation report

5. Research Article Review: Each student will review one research article that utilizes a

standardized assessment (one of the assessments listed in the course syllabus) in its data

collection. There is a list of standardized assessments included in the syllabus. Students should

pay close attention to the validity and reliability information shared in the articles and discuss

those findings and application to evidence based practice in their review. Review should be 4 ¨C

5 pages. Students must use APA format.

6. Standardized Assessment Summaries: Each student is expected to submit a summary of 6

assessments/evaluations/screening tools. The assessments chosen must be comprehensive and

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